Çatışma Çözme ve Akran Arabuluculuk Eğitimi Programının Sosyal Duygusal Öğrenme ve Üstbiliş Becerileri Üzerindeki Etkisi

Yıl 2017, Cilt: 8 Sayı: 2, 66 - 80, 31.12.2017

Nermin Koruklu , Ali Serdar Sağkal Yalçın Özdemir Yaşar Kuzucu

Öz

Araştırmanın
amacı, Çatışma Çözme ve Akran Arabuluculuk Eğitimi Programı’nın ortaokul
beşinci sınıf öğrencilerinin sosyal duygusal öğrenme becerileri ile üst biliş
becerilerinden olumlu üst endişe ve bilişsel izleme üzerindeki etkilerinin
incelenmesidir. Araştırma, öntest-sontest kontrol ve plasebo gruplu  yarı deneysel desen kullanılarak
gerçekleştirilmiştir. Deney grubuyla araştırma kapsamında hazırlanan Çatışma
Çözme ve Akran Arabuluculuk Eğitimi Programı 6 hafta süreyle haftada iki ders saati
olmak üzere toplam 12 oturumda yürütülmüş; kontrol grubuyla herhangi bir
etkinlik yürütülmemiştir. Plasebo grubuna ise 5 haftalık bir süreçte haftada 2 ders
saati olmak üzere toplamda 10 oturumluk Verimli Ders Çalışma Programı
uygulanmıştır. Araştırma, Aydın ilindeki iki farklı ortaokulun beşinci
sınıfları üzerinde yürütülmüştür. Çalışma grubu; 48 deney, 52 kontrol ve 52
plasebo grubunda olmak üzere toplam 152 öğrenciden oluşmuştur. Tek yönlü kovaryans analizi ile elde
edilen bulgular, deney grubuna uygulanan Çatışma Çözme ve Akran Arabuluculuk Eğitimi
Programı’nın öğrencilerin sosyal duygusal öğrenme beceri düzeylerinin
artmasında etkili olduğunu göstermiştir. Ancak, üst biliş becerilerilerinden;  olumlu üst endişe ve  bilişsel izleme boyutlarında bir değişim
gözlenmemiştir. Elde edilen bulguların alana etkileri ve öneriler alanyazın
ışığında tartışılmıştır.

Anahtar Kelimeler

Çatışma Çözme, Akran Arabuluculuk, Sosyal Duygusal Öğrenme, Üst Biliş Becerileri

The Effects of Conflict Resolution and Peer Mediation Training Program on Social Emotional Learning and Metacognition Skills

Öz

The purpose of this research was to examine the
effects of Conflict Resolution and Peer Mediation Training Program on the fifth
grade students’ social emotional learning, positive meta-worry and cognitive
monitoring skills. The research was carried
out using a pretest – posttest control and placebo group quasi-experimental
design. Within the scope of the study, Conflict Resolution and Peer Mediation Training
Program was applied to the experimental group for a period of six weeks, two
course hours in a week and in a total of 12 sessions. While any program was
applied to the control group, the placebo group was given a training about Effective
Studying for a period of five weeks, two couse hours in a week and in a total
of 10 sessions. Research was conducted with the participation of fifth grade
students of two middle schools which are located in the city of Aydın. The
study group included 152 students; 48  in
the experimental, 52 in the control, and 52 in the placebo group. A one way
analysis of covariance  indicated that Conflict
Resolution and Peer Mediation Training Program is effective in increasing
students’ social emotional learning skills. On the other hand, there was no
significant differences among  experimental,
control and placebo groups in terms of positive meta-worry and cognitive
monitoring skills.  Implications and suggestions
for future research was discussed in the light of literature.

Anahtar Kelimeler

Conflict Resolution, Peer Mediation, Social Emotional Learning Skills, Metacognition Skills

Kaynakça

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